Further Hospitality & Tourism Management Studies Without Interruption

Study wihtout interruption

Upskill your staff with minimal interruptions to their busy work schedules.

The Growth Institute offers international Hospitality Management and Tourism Management qualifications from RQF level 3 to RQF Level 7.

Boot camps followed by online, off-campus studies make further studies time effective and cost effective.

Selected short courses are also available.

Act now and contact our Dean, Mrs. Lynn Duke, on 081 702 8022 to start your study program.


A Populist Education System Harms The Econonomy

The day that a nation’s economic needs exceeds the capability of the people, is the day that there has to be a re-evaluation of populist policies.   Whereas these policies have assured victories at the polls in the past, the same policies now haunt South Africa’s socio-political landscape.

Can we still claim that a matriculation certificate (with university exemption) that shows the following attributes is indeed a passport to life success?

  • 50% required to pass two subjects
  • 40% to pass two subjects
  • 30% to pass the two subjects
  • One subject to pass with only proving attendance

About 500 000 sit for the GED Grade 12 exams each year and about 275 000 (55%) qualify to compete for about 156 000 places at tertiary institutions.  This means that 344 000 of Grade 12’s need to get into the job market or need to find alternative avenues to get basic post-school qualifications.

The myth that school leavers with the Grade 12 pass marks show above, can study for degree, diploma or even a certificate must have a rapid sunset.

It is time that populism acknowledges that mediocre expectation at school level harms the people capability that the South African economy needs.

365 Days of Activism



The 16 days of activism against domestic violence has officially kicked off today.  Growth Institute supports this campaign and we declare any form of domestic violence to be degrading and unacceptable.

It is time to pause and reflect on some of the factors contributing to domestic violence.  From our perspective, we want to highlight two perspectives:

  • Domestic violence is caused by low levels of life skills, and
  • Domestic violence is caused by low levels of education

Looking at causes in isolation is dangerous.  There are cases of highly educated persons who are perpetrators of domestic violence.  Though it is certainly true that a difference in education levels between spouses or life partners could cause friction that could spill over into domestic violence, our observation is that life skill levels are just as important a factor as many others.

South Africa’s national psyche is under pressure.  The country experiences conflict and violence at many levels and at different intensities.  South Africans have de-learned how to handle differences in opinion.  Conflict management seems to be reduced to verbal or physical threats, hard retaliation against vulnerable people and even damage to property.

Some South Africans could be compared to frontline soldiers that are subjected to real and perceived threats for a very long time.  Perception and reality becomes interwoven and it is difficult for many to separate the real from the imagined.

As educators in the FET space, we see the impact of low life skills play out almost daily in the classrooms.  We observe how even forty-year olds are grappling with a domestic crisis or with an issue that seems trivial to others.  People simply do not know how to handle situations and how to find solutions to their problems.

The education landscape must take more cognizance of life skill levels.  Increasingly, post-school educators will have to make life skills programs part of their formal curricula.  In a country such as ours where we seem to stumble from crisis to crisis, ongoing life skills orientation must be taken seriously.  It is no longer enough to argue that Life Skills Orientation received at school is sufficient.  Those programs lack real world context and do not address the issues experienced by those in post-school study programs.

Arguing that one can only help those who ask for help cannot be sufficient.  Educators will have to become additional eyes and ears of society to identify early warning signs so that interventions can occur before it is too late.

A year-round awareness of factors that could trigger domestic violence is more effective than a few days of hype and speeches off political platforms.

We owe ourselves 365 days of activism against all forms of violence.

The True Cost of Training

In our practice, we often encounter views from employees who express their frustration with the fact that training is not regarded as being “part of the budget”. In other cases, requests for training are denied because companies see that as an unnecessary expense. Even when we deal with business managers when asked to propose a training program to them, the cost card or the budget card is played ever so often.

We agree in principle that companies have to be as frugal as possible in regards to expenditure. However, it remains somewhat of a puzzle why companies would diligently pay skills development levies but do not take action to leverage the recovery of the skills development levy through training.

Government’s skills development strategy puts emphasis on equipping as many people as possible with useful qualifications. There are specific directives in terms of tax rebates that can be claimed for training that leads to a qualification. In fact, the skills rebate model, if used properly, translated into the recovery of 80% or more of training costs.

SARS offers entry rebates and exit rebates on training programs that lead to a qualification.

Getting the entry rebate is relatively easy. The exit rebate, on the other hand, is linked to a qualification that must be achieved within a given period. Here lies the problem for many companies.

Not many learners actually finish a qualification. There are many reasons for learners not finishing what they started. The one reason that is in direct control of companies is the way employees are selected for training.

Companies who have strict selection criteria stand a greater chance to qualify for exit tax grants than those that simply want to tick a few compliance boxes.

For more details on optimising tax benefits, contact us for an appointment.

Waking up to the Knowledge Economy

Seeds of Knowledge

For a number of years now, those in political and other leadership positions have boasted about South Africa being a Knowledge Economy.  Whilst it may be true in some contexts, our Global Competitiveness Index tells a different story.  Today, we will briefly explore two factors that we believe are essential to any knowledge economy, namely:

  • A quality education system
  • The ability or capacity to use innovation to the benefit of the economy


There is a myth stating that one only needs raw instinct or natural ability to contribute to a knowledge economy.  This myth holds that so called “street smarts” is more essential than academic learning.  In its most radical form, this myth does not acknowledge the possibility that a knowledge economy could contain a combination of street smarts and academic learning.

In contrast to this myth, we believe that academic grounding provides context, insight and flexible reference frameworks to complement street smarts.  We believe that education systems that compete with the best in the world are what make knowledge economies strong.  Firm foundations in primary education and in secondary education are what the knowledge economy needs.

In this regard, South Africa must take serious introspection and ask how the country can gain a stronger footage in quality education.  Since 2007, the quality of the education system as well as the quality of math and science hovered in the bottom one hundred of the world economies.

Education System

That is no longer good enough!  South Africa has to find ways to break free of the bonds that mediocrity imposes on it.  It can no longer be considered an unpatriotic act or a form of colonialism (as some insist) to excel in education as well as in mathematics and science.


KE Constraints

Since 2007, an inadequately trained workforce has been the topmost or the second most factor that holds back economic development in South Africa.  Then, from 2012, a new factor suddenly emerged: the inability to innovate!  The country is now starting to see the fruits of an education system that still refuses to break out of the bottom 100 in the world.  Slowly, sub-Saharan Africa is overtaking us as was so clearly pointed out at the most recent African Union summit in Sandton.

GCI 2015

In the latest (2014 to 2015) Global competitiveness index, sub-Saharan Africa’s health care and primary education has overtaken that of South Africa.  Other competitiveness factors are closing in and, by the next decade, the once, darling,  Rainbow Nation could be pointed out to be a piece of faded linen that no one wants.


In the near future a new socio-economic revolution is ready to burst forth.  This revolution will not be blaming Apartheid for our downward trends.  It will not blame Colonialism, Euro-Centrism or any other –ism that is so freely bandied about.   It will continue to point to high school diplomas where 35% is considered to be an achievement.  It will point to university degrees where 50% is seen as the pinnacle of excellence.

It will point to a time and a place where education has been sacrificed in an effort to fill ballot boxes.

It will point to a nation wandering in the desert and drinking sand because they do not remember the life-giving property of knowledge.